Two distinct ways of looking upon quality of schooling is either to investigate knowledge and abilities or affective variables such as attitudes. This investigation has its focus on student attitudes 35 years apart. During this period major changes of Swedish national curricula had occurred. The main purpose of this presentation is to discuss observed attitude changes and educational policy with different organization of compulsory school. Both periods had the same goals of democracy and equity.In 1967- 68, 1488 pupils from 60 classes in year six responded to the questionnaire consisting of 40 items originally constructed in 1960. In year 2003, 1540 pupils from 78 classes answered the same questionnaire.Confirmatory factor analysis was used with previously described latent variables at two levels, within class and between classes. Computation of factor scores were applied on both levels. In general the attitudes on item level were more positive today. The differences between classes had increased. Factor scores on individual level showed no significant changes in the factors Interest in School, View of Teacher and Work Atmosphere. Significant positive changes had occurred in all four peer relational factors: Relation with Classmates, View of Peers, Lack of Anxiety and View of Fuss. On class level the three variables: Teacher and Teaching, Working Atmosphere in Classroom and Social Relation with Classmates all had increased. The investigation 35 years ago showed a rather negative Swedish student attitude also in an international perspective. In comparison the present investigation shows a general improvement in attitudes on class level. Within the classes the pattern is differentiated. Significant changes were seen in peer relational factors. Both the former and the present curricula have their drawbacks. Current national and international investigations can not relate a positive school attitude to better achievementThe early compulsory school with its focus on theoretical knowledge did not achieve all goals of the curriculum. The present curriculum with its focus on interaction aspects of learning may have implemented changes in relational patterns and created a more positive student attitude on class level, but the variation among classes is wide. An even more differentiated picture is seen within classes especially in peer relational factors